Abstract
Purpose. The purpose of this study was to identify and rank the knowledge, skills, and behaviors of principal leadership coaches as perceived by coaches and principals. The study also examined the principal's and coach's perception of the principal's ability to lead the school after having a leadership coach. Methodology. Sixty-four certified leadership coaches and sixty principals were selected to participate. Each group responded to a separate research instrument, a coach survey or a principal survey. Each survey consisted of twenty-eight items using a five-point Likert scale. Two nonparametric tests, Pearson's Chi-Square Independence of Attributes Test and the Mann-Whitney U Test, were used to measure the variables on which principals and coaches were compared. Findings. The researcher found that coaches and principals agreed in general on the knowledge, skills, and behaviors that coaches needed to be effective. However, significant differences in perceptions did occur in some of the variables associated with skills and behaviors between principal coaches and principals. Also, coaches were more critical of their skills and behaviors. Coaches and principals strongly agreed that coaching resulted in improved ability to lead a school. Conclusions. In general, coaches and principals were in agreement on the knowledge skills and behaviors that effective coaches needed and used in order to support principals. However the data showed significant differences in perceptions of certain variables of skills and behaviors. There is a need to focus on ways to practice and develop the crucial skill of listening. The behaviors of cultural proficiency and emotional intelligence need to be developed in coaches and principals. Trustworthiness, confidentiality, and follow-through on commitments are critical behaviors for all coaches. Most importantly, principals benefit greatly from leadership coaching. Recommendations. Further research is advised: a study to examine the differences between principals who have participated in large group professional development around leadership and principals who have received one-on-one coaching from a certified leadership coach. Finally, replicate this study using a case study research design.